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Didamatica 2010 comments to the conference presentations

Twitter to school? - E. Spadavecchia (USP - Vicenza)
How can you use Twitter to school? The positions are very different: the tool itself is
"poor" but you can use a view to-peer education and peer interaction.
Thomas Barrett identifies even 29. Platform EdModo.com "instant messaging service with access monitoring. Twitter used in cultural exchanges between German and Italian classes. The students interacted with peers. However, there is a proof that Twitter has improved the learning of foreign language.
Parents and fellow teachers have welcomed the initiative. Prospects of Twitter? Perhaps it will become a communication tool like Skype.
Comment: pioneering experiment, students' motivation high due to the use of informal means.

insufficient recovery with Web 2.0 - E. Valley (California)
How to use Web 2.0 tools for the recovery of deficiencies.
Comment: unspeakable action.


educational process, "Design Inspired" C. Giovanella et
other educational process, "Design Inspired". Monitor the quality dell'esperienza formativa.
Livello cognitivo, sociale, fisico ed emotivo. L'emotività influenza l'apprendimento: la comunicazione emotiva risulta essere di tipo multimodale. Come valutare il grado emotivo nei testi tipici delle interazioni on-line. Il prototipo gira sull'ambiente LIFE dell'università di Tor Vergata. Attraverso il vocabolario utilizzato si cerca di mappare le emozioni per esempio tra i partecipanti ad un Corso on-line.
Commento : interessante ma lo strumento è complesso nel suo utilizzo e nella decodifica (grafici molto complessi).



Didattica e Social Software: il Wiki (Averna e Baldassarre)
I social network rispondono ad esigenze fondamentali young people and these can also be used in teaching process. The Wiki is a very useful educational tool to be used in a targeted manner for each age level and ability. Should be adapted to use the instrument to the level of the learners.
Examples of use:
1) Living the fairy tales - a wiki for children between 5 and 7 years enriched by their contributions with the help of teachers.
2) Stage in nursery school - the teachers use the Wiki to share professional experiences with text, images, comments ... even for those not present.
3) mathematics - a wiki to help children solve mathematical problems, reading comprehension problem.
4) to prepare for the examination Wiki Status (eg. Physics)
The teacher has proposed setting up a Wiki with a glossary and links to resources on the network (video, text, etc.).
5) Wiki for guidance. creating a portal to help children navigate the selection of the faculty and to create a bridge between schools, universities.

Remarks: finding interesting ways to use the tool in many contexts


social networks and cognitive processing ()
The cognitive abilities of children are different also in enjoyment of the type of media used.
What is the relationship between media and persuasion? The "captology" which deals with the processes related persuasive to multimedia on the web (Fogg, 2005) macro-and micro-persuasion persuasion: Facebook for example. by its very structure leads to interact in the same way. In Facebook photos and status messages are important in this respect. They are fragments of autobiographical stories that stimulate empathy and emotional reactions in those who read them.


educational activities through the Social networking: Prevention 2.0 - Vagnozzi
What use can have the Educational Social Network? For example, for the prevention of addictions. Facebook is very dispersive, not good, Ning may be more suitable in this regard. But the blog may be fine (on Ning ---> "Prevention 2.0").
Testing was addictions (alcohol, drugs, etc. ..) and the intent was to improve communication with young people on this issue. The project's objectives are intended to provide an increased awareness on these issues, with a stimulus to the narrative of their experiences.
Comment: very interesting application and effective, to be tested in other contexts.

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SIREM 2010 - Rome


In real time the annual meeting of SIREM in Rome. Speeches by prof. Galliani, PG Rossi and revolvers.

Revolver: How to think of technology in education-school? Two models: the Market
Technological push and pull.

The Pull are the needs of the market to influence the introduction of technology.

The school system which model do you use? Think about the technology to offset staffing shortages (eg. Online courses in the absence of resources to get them in there, or think of technology to meet the needs of parents - the school's image).
But it is difficult a priori predict the future 'question'. How do I know that investing in thousands of euro technologies actually give me the right direction?

The Push instead assumes instead that technological innovation in itself change the tastes of the people, and then introduce the technology in the school because this enhances the learning ... But what
variabili sono effettivamente in gioco in una valutazione poi degli apprendimenti? E quindi quale modello adottare? Ragionare su due problemi 1) Innovazione e Tecnologia: come si determinano? 2) E quindi come il sistema scuola può adottare teccnologia e produrre innovazione?

Pensiamo alle affordances delle tecnologie (D. Norman) reali e percepite! Contano però anche i bisogni che vengono dalle pratiche d'uso. Contano le retoriche del Marketing.
(riferimento a Rogers) 1) visibilità delle tecnologie 2) facilità d'uso 3) reversibilità 4) valori del gruppo condivisi.

Che strategie allora adottare?: dobbiamo considerare 1)formazione 2)didattica 3)management e 4) Technology Training


What skills?
youth cultures of today
languages \u200b\u200b(alphabetical, critical content, expressive)

Teaching
formal-informal
individual-collaborative (peer-education)
auto-istruzione/costruzione digital citizenship

management
Web 2.0
logical network (content sharing)
social tagging


technology platforms and Web 2.0 ---- beyond traditional e-learning mobile learning

multichannel content and fluidity



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M. Lessona, De Agostini School books:

Text books cost € 174 per student per family. But how do we use textbooks in Italian schools? We pass over the years by the textbook as a "theoretical framework" a "unifying language" (required to handle the problem of immigrant students).

But that's not a textbook, more important are "digital media" for yourself for example LIM. The LIM attualmento * not * have a widespread reality, less than 10% of the schools has one.

In 2012-2013 you should switch to digital books. But what will happen by then in schools?
these initiatives are not enough extemporaneous then if state spending for broadband technologies and is totally inadequate compared to all other countries in the world. In the U.S. the cost is 230 € per student.

The educational publishing market in Europe is difficult for the Italians. No Italian publisher is considered important in Europe and worldwide. It 'important to think of an expanded market and internationally.

On what point? Mobile, thematic websites offering educational resources, and then what?
Now in its educational publishing industry has changed: the libraries, wholesalers, will still have a role? Three proposals:

1) Tax deduction for school books (and academics?)
2) L 'is now at 4% VAT for books, digital technology has 20% VAT
3) Participation by publishers for teaching innovation.

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Elena Mosa - ANSAS
Digital Tutors: competence profile of education (cl @ ssi 2.0) with the collaboration of CREMIT Milan.

There was a quality monitoring over the years managed the training of teachers from India: since 2001 (from FORTICA onwards). At first, the perception was of a network that was seen as a huge library where to look for information but were not very 'embodied' in the daily practices of formal and informal. The Forum theme were the most popular.

has highlighted three profiles: novice, practitioner and pioneer (Martin, Univ. Glasgow): 2000th
the students were about 15% in 2008 over 50%.

We have gone from a concept of training style "computer lab" to the media on the languages \u200b\u200band then there was a shift from a "Literacy" as a basis for consideration on skills.

S. Cinnamon - ANSAS
Environment PuntoEdu is trying to create communities that remain even after the formal moments of the courses and therefore also in the informal. "The technologies have to get inside the disciplinary knowledge" (Ala-Mutka, 2008). The tutor now becomes a "coach" with considerable change of role. A survey of ethnographic wanted to see if they change the practices of use of technology by teachers as:

-reaction of the participants
-learning on the job-application


National Plan aimed at improving quality and excellence in mathematics: declared by the needle, at first I find the students and then, after the teaching, learning occurs with the appropriate test.


--------------------------------------------- G . Biondi - ANSAS

Teacher training is designed now is to subject areas in which professional behavior. The problem mathematics is one of the warmest in terms of both performance and teaching with technology. In 2011, the schools have taken the digital books can be an opportunity to think about a new generation of digital content (not just PDF!)
New methods for the construction of knowledge that must connect to innovative learning environments. The LIM
are just one of many technologies that support ANSAS, the emphasis is not on then either existing technologies or to be on but * the learning process "that must improve. How to create a friendly environment for students.

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Galliani - University Padua

We need to move from trials of new technologies to generally accepted practices.
We need to move to e-books agree ... and then? or do you also think about digital content?
Monitor and evaluate change but * * with a participatory evaluation, project evaluation 2.0 cl @ ssi shared between all the players there.
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Biondi - final comment

Cl @ ssi 2.0: the investment will be proportional to the results: the technology never give "rain",
we certainly want to invest in training and method. The teacher is a crucial figure, the most talented teachers must be paid more, career advancement should no longer be automatic but attached to the substance.
innovation processes must be continuous, the initial training and in-service teacher education must be constant.